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Do university teachers become more effective with experience? A multilevel growth model of students' evaluations of teaching over 13 years

Abstract:

Do university teachers, like good wine, improve with age? The purpose of this methodological/substantive study is to apply a multiple-level growth modeling approach to the long-term stability of students' evaluations of teaching effectiveness (SETs). For a diverse cohort of 195 teachers who were evaluated continuously over 13 years (6,024 classes, an average of 30.9 classes per teacher), there was little evidence that teachers became either more or less effective with added experience. This s...

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Publication status:
Published

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Publisher copy:
10.1037/0022-0663.99.4.775

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Institution:
University of Oxford
Department:
Oxford, SSD, Education
Role:
Author
Journal:
JOURNAL OF EDUCATIONAL PSYCHOLOGY
Volume:
99
Issue:
4
Pages:
775-790
Publication date:
2007-11-05
DOI:
ISSN:
0022-0663
URN:
uuid:07b50be1-1def-4e2f-8cfa-7633b7cd5238
Source identifiers:
103367
Local pid:
pubs:103367

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